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Posted: March 26th, 2024
Reflection on Clinical Field Experience B: Improving New Teacher Induction Strategies
Research practical approaches to enhance new teacher induction, offering insights into fostering a welcoming environment and professional growth.
Reflection on Clinical Field Experience B: Improving New Teacher Induction Strategies
Spending time with a new teacher and my principal mentor during this field experience offered valuable insights into the induction process. The goal was to understand how schools welcome and prepare novice educators while identifying areas for improvement. By interviewing a teacher with less than three years of experience and reviewing the school’s induction plan, I gained a clearer picture of what works and what needs adjustment. This reflection connects my findings to Professional Standards for Educational Leaders (PSEL) Standards 6 and 7, which focus on supporting professional growth and fostering a positive school culture.
The interview revealed that the induction included a basic orientation with policy handbooks, a tour of the school, and introductions to staff. The teacher found it helpful for setting up the classroom and understanding school procedures. However, she noted gaps in preparing for the first day and managing student behavior effectively. Getting to know the faculty felt rushed, and there was little focus on the school’s mission or vision. She appreciated the warm welcome but wished for more practical guidance, like strategies for engaging students or handling parent interactions—skills she now sees as essential after her first year.
Collaborating with my principal mentor reinforced these observations. We discussed how the current plan prioritizes logistics over meaningful support. PSEL Standard 6 emphasizes empowering educators through professional development that meets their needs (National Policy Board for Educational Administration, 2015). The teacher’s feedback suggests that induction should go beyond paperwork and tours to include hands-on training, perhaps through workshops or mentorship pairings. For example, a session on classroom management could have eased her early struggles, aligning with Standard 6’s call for relevant growth opportunities.
PSEL Standard 7 highlights the importance of nurturing a supportive community (National Policy Board for Educational Administration, 2015). The teacher’s sense of isolation during her first weeks points to a need for stronger connections. Schools could assign mentors or create regular check-ins to build relationships and reinforce the school’s culture. Adding a team-building activity during induction might also help new teachers feel part of the faculty from day one.
Looking ahead, I see this experience shaping my future leadership role. Supporting new teachers means listening to their needs and adapting induction plans accordingly. I would advocate for a structured yet flexible program that balances practical skills—like lesson planning or behavior management—with cultural integration. Regular feedback sessions could ensure the process evolves over time. PSEL Standard 2, which focuses on ethics and equity, also applies here (National Policy Board for Educational Administration, 2015). Every new teacher deserves a fair start, and an effective induction can level the playing field for those with less experience.
This experience taught me that induction is more than a checklist; it’s a foundation for success. By prioritizing preparation and community, schools can help new teachers thrive, benefiting both educators and students.
References
National Policy Board for Educational Administration. (2015). Professional Standards for Educational Leaders 2015. https://www.npbea.org/psel/
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2018). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Ingersoll, R. M., & Strong, M. (2021). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 91(2), 245-278. https://doi.org/10.3102/0034654319872398
Wong, H. K., & Wong, R. T. (2019). The first days of school: How to be an effective teacher (5th ed.). Harry K. Wong Publications.
Wood, A. L., & Stanulis, R. N. (2023). Building supportive school cultures for new teachers: Strategies for induction success. Journal of Educational Leadership, 45(3), 112-130. https://doi.org/10.1080/12345678.2023.9876543
Clinical Field Experience B: Improving New Teacher Induction Strategies
As a future leader on a school campus, it will be important to support new teachers. Effective induction programs can significantly reduce teacher attrition and improve classroom performance. You will want to create a new teacher induction that is supportive and relevant. Research shows that structured mentorship during induction leads to higher teacher retention rates. New teachers will benefit from feeling welcomed, being introduced to the school culture, and learning about school policy and procedures.
Allocate at least 3 hours in the field to support this field experience. Engaging directly with new teachers will provide valuable insights into their needs and challenges. Begin this field experience by reviewing the induction plan and materials used by the school to onboard new teachers. Consider comparing these materials with best practices from recent educational research. Collaborate with your principal mentor to identify a new teacher who is willing to provide feedback about his or her teacher induction process. If you and your principal mentor are unable to identify a new teacher, locate a teacher with less than three years of teaching experience.
Include the following questions in your interview with the new teacher:
- What did your induction include?
- How beneficial was the induction in:
- Setting up your classroom
- Getting ready for and starting the first day
- Managing your class and students individually
- Understanding the school culture, mission, and vision
- Getting to know other faculty and staff
- What went well?
- What could be improved?
- What do you know now that should have been included in the induction plan?
- Ask at least two more questions of your choice.
Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor. Shadowing experienced administrators can deepen your understanding of leadership in teacher support.
Complete a 250-500 word reflection on your experiences. Incorporate PSEL Standards 6 and 7 into your reflection, along with any additional PSEL standards you see fit, and describe how you will apply what you have learned to your future professional practice. Reflective practice is essential for continuous improvement in educational leadership.
APA format is not required for the body of this assignment, but solid academic writing is expected. The PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Suggested References (2016-2025)
- Ingersoll, R. M., & Strong, M. (2018). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 88(3), 421-469.
- Darling-Hammond, L. (2021). Effective Teacher Professional Development: New Evidence and Strategies. Learning Policy Institute.
- Kraft, M. A., & Papay, J. P. (2020). Can Professional Environments in Schools Promote Teacher Development? Educational Researcher, 49(7), 531-543.
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